Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
The Skills section explicitly lists using oral and written language to 'discuss and sustain conversation on a topic,' which connects to preparing for and participating in discussions. Activities ask students to read about Laura Ingalls Wilder, add dates to an Age 8-10 timeline, and research Wisconsin plants and animals using provided web links, requiring preparatory study. The Wrapping Up and Activity 3 prompts ask students to describe what they learned and compare Wisconsin to their own state, which requires them to draw on their preparatory reading and research during discussion.
Lesson 2
Little House in the Big Woods
Students are directed to read the chapter "Little House in the Big Woods" and to have chapter questions in front of them as they read. Students are asked to select two to four questions to answer in their journal and to use the remaining questions as oral discussion prompts. Students complete chapter-based charts (Life in the Big Woods vs. Life Today) and the Natural Resources and Survival organizer to gather information to share during discussions.
Lesson 3
Winter Days and Winter Nights
Students are instructed to read the chapter "Winter Days and Winter Nights" and then answer two questions in their journal and two questions in a discussion, which requires using the text as preparation. Students complete activities that ask them to record specific chores and responsibilities next to character names from the book and to reread a specific paragraph (page 4, paragraph 2) before illustrating and comparing homes. Students are asked to discuss how Laura's family's chores are similar to and different from their own family, explicitly drawing on their personal knowledge alongside information from the text.
Lesson 4
The Long Rifle
Students read the chapter "The Long Rifle" and are asked to answer specific comprehension questions, including an oral retelling of Pa's story (Question #2), which requires them to draw explicitly on the text. Students are prompted to record one thing they learned about how life in the Big Woods differs from life today (Activity 1), using their reading to generate ideas. Students are asked to explain, aloud, why storytelling is important and how family members depend on one another during the Wrapping Up discussion, prompting them to use prior reading and related knowledge in conversation.
Lesson 5
Christmas
Students are asked to write down three questions about Christmas during pioneer days before reading and to check whether the chapter answers them, with research suggested for unanswered questions. Students record one thing they learned on a "Life in the Big Woods vs. Life Today" page and are directed to identify and discuss similarities and differences supported by referencing the text. Students plan and draft three paragraphs using graphic organizers that require main ideas and supporting details drawn from the chapter, and parents prompt discussion about how the family's gifts reflect their environment and how those gifts differ from today.
Lesson 6
Sundays and Two Big Bears
Students are instructed to read two chapters ("Sundays" and "Two Big Bears") and answer specific comprehension questions about characters, events, and morals. The lesson prompts students to discuss why Sunday was the worst day, to write and read a five-senses poem aloud, and to conduct bear research using provided links and record factual information in a paw-print organizer. The Wrap Up asks students to make two factual statements and two opinions and to locate a factual statement and an opinion in the book.
Lesson 7
The Sugar Snow
Students are instructed to read the chapter "The Sugar Snow" and then answer specific comprehension questions, requiring prior reading. Option 2 of the Maple Sugar Farming activity directs students to record the steps while referring to the text, explicitly asking them to draw on their preparation. The Life Application asks students to read about maple sugar farming online and then discuss how it has changed, and the Skills section lists practicing discussion and sustaining conversation as an expected outcome.
Lesson 8
Dance at Grandpa's
The lesson directs students to read the "Dance at Grandpa's" chapter and then answer specific questions based on that reading. The Skills section explicitly instructs students to "gather support by referencing the text," and Question #1 requires students to draw a diagram of Grandma's house based on Laura's description. Several prompts ask students to relate the chapter to their own experiences (e.g., role of extended family), encouraging use of prior knowledge during discussion.
Lesson 9
Going to Town
Students are instructed to read the chapter "Going to Town" and then answer specific comprehension and discussion questions (e.g., why the family dressed up, list items bought) that require using that reading. Students are prompted to compare "Life in the Big Woods vs. Life Today" and record one thing they learned, explicitly drawing on their reading to explore differences. Students are asked to describe differences between Mary and Laura, relate those characters to their own experience, and act out scenarios, using the text as a basis for discussion. The lesson asks students to research Pepin, Wisconsin and to write about a historic site visit, which requires bringing in outside information to enrich discussion.
Lesson 10
Summertime and Harvest
Students are instructed to read the chapters "Summertime" and "Harvest" before answering specific comprehension questions, which requires preparation from the text. Activity 2 asks students to record the words and phrases the author uses to describe each season and to illustrate those descriptions, which has students draw explicitly on their reading. Activity 3 directs students to read provided online resources about honeybees and then discuss the interdependent relationship between bees and flowers, using both the reading and prior knowledge. Activity 4 asks students to compare Pa's story to "The Boy Who Cried Wolf," prompting them to use their reading to explore similarities and differences in discussion.
Lesson 11
Finishing the Book
Students read the last two chapters of the novel and the author's letter and then answer specific comprehension questions about those readings. The introduction prompts students to discuss what they enjoyed and what they learned about pioneer life, and Activity 1 has students record a comparison between life in the Big Woods and life today. Activity 2 asks students to read the author's letter aloud and discuss whether it is formal or informal, and the writing task has students draw on their own knowledge to describe family life for future children.
Final Project
Pioneer Family Night
Students are asked to choose two to three favorite sections from Little House in the Big Woods, practice reading them aloud, and be ready to explain why those sections are their favorites. Students must lead their family in making the orange clove craft and explicitly explain how pioneers used natural resources. Day 2 directs students to read through a Pioneer Family Night checklist and take notes to make sure they are prepared for each task. Students are also instructed to play or sing songs and explain the significance of music and storytelling and to invite family members to tell stories, requiring them to draw on their knowledge during discussion.
Unit 2: The Sign of the Beaver
Lesson 1
Background Information
The lesson asks students to analyze the book cover, locate Maine on a map, record the year 1768 on a timeline, and fill in a Student Activity Page using web and print sources, which requires preparation and research. It prompts students to discuss why Native Americans and settlers were upset with one another and to write a paragraph responding to that prompt, and it asks students to discuss how early settlers and Native Americans used environmental resources. The activities repeatedly instruct the child to research, gather facts, and then respond or discuss those findings with the adult.
Lesson 2
Alone
The lesson asks students to read Chapters 1 and 2 and to answer three or four questions in a journal while using the remaining questions as discussion prompts, which requires coming to discussion prepared with written responses. Students are directed to create vocabulary webs by looking up words in a dictionary and recording definitions, parts of speech, and example sentences, providing documented preparation to draw on. The character timeline activity requires students to record character feelings, attitudes, and actions as they read so they can track changes and use those records in later conversation.
Lesson 3
A Stranger
The lesson provides discussion/journal questions to be used "as your child reads Chapters 3-5," which requires students to read the required material before discussing. Activities ask students to record character timelines and write five sentences about characters, events, and setting, which ask students to draw on story details in conversation. Activity 3 directs students to research natural remedies and then discuss which ingredients can be found in their environment, connecting outside information to discussion prompts. The Getting Started and Wrapping Up prompts (discussing stranger safety and why an Indian helping a settler might be unusual) explicitly prompt discussion of ideas tied to the reading.
Lesson 4
A Treaty
Students are instructed to read Chapter 6 before responding: they must "read Chapter 6 and then answer three or four of the questions in her journal" and "discuss the remaining questions" with an adult. Several questions ask for textual recall and evidence (e.g., "How do you think Attean felt about Matt? What evidence do you have?" and "What gift did Matthew give Saknis? Why was this a special gift?"). Activities require students to draw on the reading to discuss interdependence and to explain the treaty between Matt and Saknis, and skills listed include answering open-ended questions related to a text and using oral and written language to share information.
Lesson 5
A Story
Students are asked to read Chapters 7–9 before answering questions, and to answer some questions in a journal and the remaining questions in a discussion with a partner. Journal and discussion prompts (for example, explaining why Matt identifies with Robinson Crusoe and why Attean reacts strongly to Friday) require students to draw on their reading and personal experiences. The Skills list explicitly includes supporting similarities and differences "by referencing the text."
Lesson 6
The Beaver
Students are instructed to read Chapters 10 and 11 and to answer questions in a journal and orally in a discussion, which requires preparation from the assigned text. The skills and questions prompt students to use text and own experiences to verify facts and to identify and discuss similarities and differences supported by referencing the text. Activities (Comparing Stories and Beaver Research) ask students to compare texts using a Venn diagram and to reread pages 55–57 and use books or the internet to gather information to record and discuss.
Lesson 7
Real Life Learning
Students are instructed to read Chapters 12 and 13 and to answer guided questions either in their journal or orally in a discussion, showing they must come prepared. The skills list tells students to "identify and discuss...and support them by referencing the text" and to "use text and own experiences to verify facts, concepts, and ideas," which requires drawing on preparation during discussion. Activities ask students to look up vocabulary on specified page numbers and to create a "Rules of the Forest" book based on what Matt learns from Attean, reinforcing use of prior reading in discussion and work.
Lesson 8
The Bear
Students are instructed to read Chapters 14–16 before answering journal and discussion questions, and the discussion questions ask for specific events and reactions from those chapters (e.g., how the bear was killed, why Attean felt bad). Activity 3 directs students to discuss cause-and-effect patterns and to write effects based on what happened in the story, requiring them to draw explicitly on their reading. Activity 4 asks students to compare Attean's flood story to the Bible's Noah's Ark, which requires bringing in other information known about the topic to explore similarities and differences.
Lesson 9
Attean's Past
Students are instructed to read Chapters 17 and 18 and to summarize previous chapters, which requires coming prepared. Students answer selected questions in their journal and use remaining questions as discussion prompts, explicitly drawing on their reading. Students complete activities (Character Timelines, Keeping Track of Time, and the Stereotypes page) that require citing events from the text and connecting text details to personal or environmental knowledge during discussion.
Lesson 10
Manitou
Students are instructed to read Chapters 19 and 20 and to answer assigned questions in a journal, with remaining questions used as prompts for discussion. Students record three textual passages on the "Word Pictures" page and illustrate them, which requires explicitly drawing on their reading to select and cite passages. Students list three values for Matt and three for Attean, describe what each character did or said to demonstrate those values, circle a shared value, and describe how they demonstrate that value in their own life, applying prior knowledge to the discussion.
Lesson 11
A Choice
Students are instructed to read Chapters 21 and 22 and to use the provided questions as journal and discussion prompts, which requires coming to discussion prepared. The skills list explicitly includes "Support interpretations or conclusions with examples from text," and the questions ask for text-based answers (for example, how Attean looked different and why Matt would not go). Activity 3 asks students to develop five interview questions for each character and to role-play responses, requiring them to draw on their reading to explore ideas during discussion.
Lesson 13
The Return
Students are asked to finish reading the novel and to use three or four of the provided questions in their journal while the rest are used for discussion, so students prepare by reading the required material. In the 'Solving Problems' activity students must describe how Matt solved problems using resources and advice from Attean and then generate their own solutions, which requires explicitly drawing on the book and knowledge about natural resources. The 'Book's Solution' column and the 'Story Elements' page require students to cite specific events, characters, setting, problem, and resolution from the text during discussion.
Final Project
The Sign of the Beaver Movie
Students are asked to prepare multiple products based on the book (movie poster, synopsis, costumes, set design, and a scene script), which requires having read or studied The Sign of the Beaver. The costume activity references specific page numbers (p.28, p.76-77, p.122-123), so students must draw on textual details to design costumes. The synopsis task directs students to examine real movie synopses and to draft and revise a synopsis using a rubric, and adults are instructed to conference with the student about the writing, which creates opportunities to refer to preparation in a teacher-led exchange. The wrap-up asks students to explain why the book would make a good movie and why audiences would enjoy it, prompting students to use their prior work and knowledge to justify their opinion.
Unit 3: Native American Animal Stories
Lesson 1
Myths, Legends, and Folktales
The activities ask students to read or reread myths, legends, and folktales from their home library (Activity 1 and Activity 3) and to record definitions and the names of stories they have read. Students are instructed to identify cultural elements in a story and record them on the provided "Elements of Culture" chart, and to discuss what they can learn about the culture from each story. The Storytelling activity asks students to listen, respond to prompts about what entertained them, and then retell the story, drawing on the story they heard.
Lesson 2
People and Animal Stories
Students are instructed to read specific stories each day and to locate those stories in the table of contents, and they are asked to answer some questions in their journal before discussion. Students are asked to do research before reading (to find the geographical location of each tribe) and to record that information on a map. Students prepare written responses and comparisons (e.g., answer comprehension questions, complete Elements of Culture charts, compare "The Woman Who Married a Frog" with "The Frog Prince") and then use remaining questions for verbal discussion.
Lesson 3
The Natural World
Students read the assigned Native American myths and answer comprehension questions before activities, showing they study required material. Students complete the Elements of Culture chart and the Relative Pronouns page, which require them to record and use information from the readings. Students retell the butterfly story using a paper bag and props and compare the mythical explanation of the fawn's spots to a scientific explanation, explicitly drawing on their reading to explore ideas in discussion with a parent or family audience.
Lesson 4
Survival Stories
Students are instructed to read several survival stories and to answer two questions about each story in their journals before discussion, and the remaining questions are designated as discussion prompts. Students are asked to research the history of the buffalo and to complete activity pages (Elements of Culture, Animals and Survival, Ecosystems) that require them to draw on what they read. Students are prompted to write sentences or poems and to use those written preparations to discuss how Native Americans depended on animals and what modern hunters could learn.
Lesson 5
Legends from Other Cultures
Students are instructed to read traditional stories (African, Chinese, Brazilian) over two days and to locate those places on a map, showing they come to discussion having studied the material. After reading, students answer two or more questions in a journal and are told to use the remaining questions for discussion, which asks them to draw on their reading when speaking. Students also summarize the Brazilian story, complete a double-bubble map comparing Pan Gu and Silver Fox, and fill an Elements of Culture chart, all activities that require using knowledge from the readings in follow-up discussion or explanation.
Final Project
My Own Myth
Students are instructed to select a natural occurrence and are explicitly encouraged to "read about the occurrence online or in an encyclopedia to learn more about it," which asks them to come to work having studied relevant material. Students are asked to brainstorm ideas in a journal and to use an "Organizing the Myth" page to record details (natural phenomenon, characters, setting, problem, solution), supporting use of prior preparation when planning their work. Students are asked to review a rubric before drafting and are given an opportunity to "share her myth with an audience," which creates a context for presenting prepared ideas.
2: Force and Power
Unit 1: Ben and Me
Lesson 1
Ben Franklin and the Colonies
Students are asked to locate information about Benjamin Franklin using provided web links and record facts on a timeline and a kite-shaped activity page (Activity 1). The introduction and several activities prompt students to recall prior knowledge and discuss ideas (e.g., asking what the child knows about Ben Franklin, asking what 'freedom' means, and discussing how Philadelphia was different 250 years ago). The wrapping up section directs the student to explain what he has learned about Ben Franklin and life in the 1700s, which requires drawing on the researched information.
Lesson 2
Setting the Record Straight
Students are instructed to read Chapters 1 and 2 of Ben and Me and to answer three or four of the provided questions in their journal, with the remaining questions designated for discussion. The Fact and Fiction activity requires students to record factual and fictional events after reading each chapter and suggests they may need to do more research on Franklin's life. The wrapping up prompt asks students to report what they learned about Ben and Amos from the chapters they read today.
Lesson 3
Swimming
Students are asked to read Chapters 3 and 4 and to answer three or four of the provided questions as journal questions, which requires prior reading. The remaining questions are to be used to facilitate a discussion on the chapters, so students who completed the journal work are positioned to use that preparation in conversation. Activities also ask students to copy descriptive sentences from the text and to list inventions in their journal, which requires drawing on the assigned reading and background knowledge.
Lesson 4
Electricity
Students are instructed to read Chapters 5 and 6 and to complete four or five assigned journal questions as preparatory work. The lesson directs using the remaining questions to facilitate a discussion on the chapters and asks students to verbally summarize the events they read. Activity 2 asks students to design a badge before teaching a younger child, and Activity 3 asks students to think about and write a paragraph about a personal vision, both tasks requiring prior preparation.
Lesson 5
Electrifying
Students are instructed to read Chapters 7 and 8 and to use four or five of the chapter questions as journal prompts, which requires reading the material before writing. The remaining questions are designated to facilitate a discussion on the chapters, and caregivers are prompted to ask what the child already knows about electricity. Students are asked to discuss Franklin's use of power over Amos and what Franklin learned about electricity, drawing on both the reading and prior knowledge.
Lesson 6
War
Students are instructed to read Chapters 9 and 10 and then answer two or three of the chapter questions in their journal, which requires preparation before discussion. The teacher notes using the remaining questions to facilitate a discussion on the chapters, prompting students to discuss chapter content. Wrapping up directs students to explain why the colonists went to war and to explain differences between fact and opinion, which asks students to draw on their reading and responses during discussion.
Lesson 7
France
Students are asked to read Chapters 11 and 12 before activities and to answer three selected questions in a journal, which requires reading preparation. Students are instructed to use the remaining questions in a discussion, linking their journal work and reading to spoken exploration. Students locate countries on a map and devise a step-by-step rescue plan that refers to plot details (who, where, when, and how force is used), explicitly drawing on what they read to support their plan.
Lesson 9
The Rescue
Students are instructed to read Chapters 13 and 14, answer three selected questions in a journal, and use the remaining three questions in a discussion, which requires them to prepare by reading. Students complete Fact and Fiction and Ben and Amos Bags activities that ask them to identify factual/fictional events and characterize Ben and Amos "according to what he has learned from Amos's account," then explain the significance of items they place in the bags. Students summarize the chapters and write a new verse for "Yankee Doodle" from Amos's account, tasks that require drawing explicitly on their reading to explore ideas.
Lesson 10
Back Home
Students are asked to finish reading Ben and Me and to read Chapter XV before discussing guided questions, prompting them to draw on that reading during discussion. The "Fact and Fiction" activity requires students to list factual and fictional details from the chapter, and the "Ben's Maxims" activity requires students to locate each maxim in context and provide their own interpretation. The maxim activity also asks students to interview different adults for interpretations, bringing in other information known about the topic. The "Elements of Historical Fiction" page asks students to provide examples from the book that support each element, requiring explicit use of prior reading.
Final Project
An Interview or Party for Ben
Students are asked to write ten interview questions and answer them "according to what you know about Ben Franklin," which requires preparing content before the discussion. Students must practice answering questions while role-playing Ben Franklin and then present the interview to an audience, explicitly drawing on their written answers and maxims. The lesson's skill list also instructs students to "gather support by referencing the text," indicating they should use studied material to support their responses.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
Students are instructed to read the first two chapters and then answer selected questions in a journal or online and discuss remaining questions, which requires prior reading. Activity 3 has students research C.S. Lewis and use that research to fill in a "Meet the Author" worksheet or to brainstorm and write a short newspaper article, explicitly drawing on information they located. Activity 2 asks students to look up vocabulary words and record definitions on note cards, preparing them to use those words in later discussion. Activity 1 asks students to recall a novel or movie they have read or seen and describe and illustrate the battle between good and evil, drawing on prior knowledge during discussion.
Lesson 2
Edmund Discovers Narnia
The lesson assigns Chapters 3 and 4 for the child to read and tells her which chapter questions to answer in her journal, with the rest of the questions designated for discussion. The Good vs. Evil activity requires the child to record an example from each chapter as she finishes reading it, and the introduction asks the child to describe what Lucy learned from Mr. Tumnus. The directions to use remaining questions for discussion and the chapter-by-chapter worksheet provide structured tasks that draw directly on the assigned reading.
Lesson 3
Always Winter and Never Christmas
Students are assigned Chapters 5 and 6 for reading and told to identify which questions will be used in discussion and which to answer in their journal, so they must come prepared with the text. Students answer specific discussion questions (e.g., why Edmund lied; what happened to Mr. Tumnus) that require recalling and explaining events from the chapters. Students complete activities that draw directly on their reading: listing examples of good vs. evil from the chapters, using the professor's argument in the "Narnia Logic" worksheet to identify logical assumptions based on chapter details, and citing book examples for plural-rule practice.
Lesson 4
The Lion
Students are assigned Chapters 7 and 8 to read and are asked to identify the questions that will be used in discussion and to answer selected questions in their journal, which requires preparation before discussion. The introduction prompts students to share what they already know about lions and beavers, eliciting prior knowledge to bring into discussion. Activity 2 asks students to find and read an additional short story about a lion and then record descriptive words/phrases and use a Venn diagram to compare that lion to Aslan, explicitly drawing on both the assigned chapters and another text.
Lesson 5
A Disappointment
Students are asked to read Chapters 9 and 10 and to summarize what they learned and recall specific events (e.g., what happened to Edmund), which requires coming to discussion prepared. Students are assigned three or four comprehension questions to answer in a journal prior to discussion, and they record examples of good vs. evil from the chapters and describe the White Witch using words/phrases. Students are also asked to list villains from other books or movies and write sentences about them, explicitly drawing on other information known about the topic to explore ideas.
Lesson 7
Spring
Students are assigned to read Chapters 11 and 12 and to answer three or four selected questions in a journal, which requires preparation on the required material. Students are directed to record examples of good vs. evil from the chapters and to describe how the environment and Edmund are changing, which asks them to draw on the reading. Students are prompted to discuss what makes Aslan a hero and to create and present an award or write a letter about a real-life hero, activities that ask them to use ideas from their reading and reflections.
Lesson 8
Deep Magic
Students are asked to read Chapters 13 and 14 and answer three or four of the provided journal questions, which requires preparation from the text. The directions state to "use the remaining questions to aid in a discussion about the text," prompting students to bring their answers into talk. Activity 4 asks students to research a historical leader, record ten facts, and decide whether the leader is more like Aslan or the White Witch, which requires students to draw on outside information when discussing the topic. The listed skills include "interact with text by locating information for specific purposes" and "conduct research for assigned projects."
Lesson 9
Back to Life
Students are instructed to read Chapters 15 and 16. Students are told to select three or four of the provided questions to answer in a journal and then use the remaining questions in a discussion. Students are asked to use the provided list plus any other similarities they know to describe three ways Aslan resembles a Christ-like figure, drawing on prior reading and other information.
Lesson 10
Back Through the Wardrobe
Students are instructed to finish reading Chapter 17 and to answer three selected questions in their journal before using the remaining questions as discussion prompts, which requires coming to discussion prepared. Students are asked to compare the book and the movie and to discuss differences and preferences, which asks them to draw on both their reading and their viewing. Students can choose to write a movie review or create casting choices, tasks that require referencing their knowledge of the text and characters.
Final Project
Narnia Think-Tac-Toe
Students choose and complete three content-based projects tied to The Lion, the Witch and the Wardrobe, gather materials, and prepare those products for presentation. Before presenting, students are instructed to summarize the book for their audience, which requires them to draw on their reading and study. Students then share their projects with family and other people and receive feedback during a follow-up discussion.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students are instructed to read the "List of Characters" and the first two chapters before participating. Students answer three or four assigned questions in a journal that require citing clues from the text (for example, where Sophie lives). Students are then directed to use the remaining questions in a discussion, implying use of their prepared journal responses during discussion.
Lesson 2
Snatched
Students are directed to read the two chapters ("The Snatch" and "The Cave") before answering specific comprehension questions that require text-based details (e.g., what happened to Sophie, how the environment is described). Students are asked to copy the author's description of the setting or illustrate the setting from the text, which requires using the prepared reading. Students are also asked to locate information about London in books and online and record that information under labeled headings to bring factual background to discussion and comparison activities.
Lesson 3
The BFG
Students are directed to read two chapters ("The BFG" and "The Giants") and to answer three or four assigned questions in a journal, with the remaining questions designated for discussion. Students are asked to record a meaningful quote from each chapter on the "Quotable Quotes" page, requiring them to identify and cite exact words from the text. Students are prompted to make predictions before reading and to answer wrap-up discussion prompts (e.g., how the BFG is different and why he didn't use force), which ask them to draw on their reading and reasoning during discussion.
Lesson 4
Ears and Snozzcumbers
Students are instructed to read the chapters "The Marvellous Ears" and "Snozzcumbers" and to answer selected questions in their journal for use in discussion. Students are asked to identify and record quotes from Sophie and the BFG (Activity 1) and to use their journal answers as discussion prompts. Students also take a nature walk, focus on listening, and then write a paragraph describing how they would use a hearing gift to help others, drawing on that direct experience for later discussion; a suggestion to watch superhero cartoons encourages bringing other background knowledge to conversations.
Lesson 5
Time with the BFG
Students are asked to summarize chapters they read previously and to predict outcomes before reading the next chapters, which requires prior preparation. The plan directs students to read the next two chapters and answer selected journal questions and to use other questions for discussion, explicitly tying discussion prompts to the assigned reading. Activities ask students to record 'Quotable Quotes' from Sophie and the BFG and to complete a compare/contrast sheet listing similarities and differences in appearance, personality, and power, which requires drawing directly on the text.
Lesson 6
Catching People and Dreams
Students are instructed to read two chapters ("Journey to Dream Country" and "Dream Catching") and to answer selected questions in a journal, with remaining questions used as discussion prompts. Students are asked to identify and record quotable quotes from Sophie and the BFG, read a section aloud when creating a new giant, and correct the BFG's language on the "Interpreting the BFG" page. Activities also prompt students to relate plot and characters to personal experience and to describe how the BFG captures dreams, which are used as bases for discussion.
Lesson 7
A Nightmare for Fleshlumpeater
Students are instructed to read two chapters of The BFG and the Jack and the Beanstalk story before answering selected questions, with some questions assigned for journal responses and others reserved for discussion. The lesson directs students to use quotes from Sophie and the BFG and to respond to prompts (e.g., What did the BFG do? Do you think it was right?) that require drawing on the text. Students are also asked to locate and discuss different versions of Jack and the Beanstalk and to compare similarities and differences between the two texts, which asks them to bring prior reading into group discussion.
Lesson 8
A Dreamy Plan
Students are assigned to read two chapters ('The Great Plan' and 'Mixing the Dream') and to answer three questions in their journals before discussion, with the remaining three questions reserved for the discussion. Students are directed to locate and read information about the Queen of England and then compare her roles and powers to the U.S. president, preparing background knowledge for talk. Vocabulary and quote activities require students to identify text-based quotes and word meanings, which students study and can draw on during discussion.
Lesson 9
The Palace
Students are instructed to read the next two chapters, then answer three chapter questions in their journals and discuss the other three questions in a group discussion, which requires coming prepared from the reading. The Getting Started section directs students to locate pictures of London and view an introductory video so they study background material before reading. Activity 2 asks students to gather information about a chosen U.S. city (buildings, important places, people) to include in a rescue plan, explicitly drawing on that preparation and outside information when planning.
Lesson 10
A Breakfast Fit for a Queen
Students read two chapters ('The Queen' and 'The Royal Breakfast') and answer three chapter questions in their journal, with the other three questions used to guide discussion. Students are asked to select five adjectives describing the queen and support each adjective with at least one example from the text, explicitly drawing on their reading. Students review prior research about the queen and then act out responses as the queen and participate in wrap-up discussion prompts that require them to explain and defend whether the queen's response was believable.
Lesson 11
Fighting Giants
Students are instructed to read two chapters and answer selected questions in a journal, and other questions are reserved for use in a discussion. Students are directed to use multiple sources to learn about the U.S. armed forces, take notes on four labeled sheets (Army, Navy, Air Force, Marines), and may interview someone who served as an extension. The lesson asks students to discuss the role of the armed forces and how they use power to help people, implying a discussion based on their prior reading and research.
Lesson 12
Snozzcumbers
Students are instructed to read the chapters "Feeding Time" and "About the Author" and to answer three of the provided questions in their journal before discussing the remaining three questions, which shows they prepare by reading and recording responses. The skills list and Activity 3 require students to "reference the text to support the theme of a story" and to record events, quotes, and characters' actions that support each theme, which directs students to draw explicitly on their reading when exploring ideas. Activity 2 asks students to read a biographical source about Roald Dahl and then write five interview questions, showing that students study additional information about the topic prior to producing discussion-related work.
Final Project
Recipe for a Dream or Newspaper Report
Students are asked to produce final projects that draw directly on the novel The BFG (e.g., writing a newspaper cover story describing what happened to the disappeared children and how the queen responded), which requires them to have read or studied the required material. Option 2 explicitly suggests students read current event articles to sense tone, which asks students to consult outside texts to prepare their writing. The wrapping up directions ask students to share the dream or distribute their newspaper copies, which creates opportunities for students to explain and draw on their prepared work to others.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 1
Meerkats in Botswana
Students are asked to read the book and background material about Botswana and to look at the cover and illustrations to make predictions, indicating preparatory reading and observation. Students are directed to read the Botswana web page and record notes in a graphic organizer (land, language, animals, people), which requires them to gather and organize information before discussion. Students are instructed to read meerkat sources and then write a descriptive paragraph or short story that must include five facts, and to discuss meerkat adaptations and their functions, which asks students to use learned information in conversation.
Lesson 2
Meeting Precious
Students are instructed to read the first two chapters and to answer a few questions in their journal, with the remaining questions to be used in a discussion. The Introduction and Wrapping Up prompts ask students to describe what they learned about meerkats and Botswana and to compare Precious's family and home to their own, encouraging use of prior reading. Activity 2 requires students to read informational webpages about ostriches and cobras before completing related tasks, providing additional studied material to draw on during discussion.
Lesson 3
The Surprise
Students are assigned to read Chapters 3 and 4 and to answer selected questions in a journal, with the remaining questions designated for a discussion. Students are asked to summarize what happened, predict what comes next, and to skim the text to find examples of authorial intrusion, which requires using their reading in a follow-up talk. Students are also prompted to watch a documentary and compare it with the book and to research an African animal and write a paragraph, activities that draw on both the assigned text and outside information for discussion.
Lesson 4
A Missing Cow
Students are instructed to read Chapters 5 and 6 and answer some questions in their journals, with the remaining questions to be used in a discussion, which requires them to draw on that reading. Activity 2 directs students to discuss story conflict, identify the type of conflict in The Mystery of Meerkat Hill, and compare it to other books, prompting them to use prior knowledge and the current text during discussion. Activity 3 asks students to write a script of a scene and then act it out with a family member, requiring them to use details from the assigned chapters when creating dialogue and stage directions.
Lesson 5
A Good Idea
Students are instructed to read Chapters 7 and 8 and then answer three or four questions in their journal and answer the remaining questions in a discussion, which requires using the reading to contribute to conversation. The lesson asks students to describe what happened in chapters they read yesterday and to predict what will happen in chapters they will read today, drawing directly on their preparation. Several prompts (e.g., wrap-up questions about Botswana's geography and people and Activity 2 discussion of the cow-identification moment) ask students to use what they read to explore ideas under discussion.
Lesson 6
African Bush Diorama
Students are instructed to read The Mystery of Meerkat Hill and to use descriptions of the book's setting to design the diorama, showing they must come prepared with knowledge from the text. The organizer pages require students to draft four paragraphs (characters/setting, plot, comparison to U.S. life, and opinion), which students use as the basis for a conference about their writing. Parents are directed to review the rubric and have a conference with the child, during which the child is asked to explain and revise content based on her draft and the rubric.
Lesson 7
Japan
The lesson directs students to read A Kids Guide to Japan before answering specific comprehension questions, showing students must come prepared. After reading, students are prompted to answer guided questions, complete a Venn diagram comparing Japan and America, and label places on a map, which require drawing on their prior reading and background knowledge. The wrap-up asks students to explain why Japan and America were at war and to discuss negative outcomes, prompting students to use information they studied to explore ideas.
Lesson 8
Peace Day
Students are asked to read the prologue and the first two chapters of Sadako and the Thousand Paper Cranes before discussion. Students are instructed to answer three or four of the provided questions in their journal and to use the remaining questions in a discussion, explicitly linking pre-discussion work to the talk. Students complete chapter-by-chapter graphic organizers and a compare/contrast activity about Peace Day and an American holiday, which requires drawing on both the reading and prior knowledge.
Lesson 9
The Secret is Out
Students are instructed to read the chapters "Sadako's Secret" and "A Secret No Longer" before answering three or four questions in a journal and then use the remaining questions in a discussion. The introduction asks the child to make a prediction before reading and to explain how the prediction was made, prompting use of prior knowledge. Activities ask students to record information learned about Japan, compare their life to Sadako's (Venn diagram/chart), and read about cancer prevention online and make a list, all requiring use of prepared material.
Lesson 10
Kenji
Students are instructed to read the chapters "The Golden Crane" and "Kenji" before discussion and to answer three questions in their journal, using the remaining questions in a subsequent discussion. The lesson asks students to develop two of their own questions to bring to the discussion and includes a skills statement that students should "identify and discuss similarities and differences... and support them by referencing the text." Activities also ask students to fill in Japanese cultural elements and to summarize and reflect on the chapters during the wrap-up discussion.
Lesson 11
O Bon
Students are asked to read the chapters "Hundreds of Wishes" and "Last Days" and to read one chapter aloud, showing they come to discussion having read the required material. They are instructed to answer three questions in a journal and to use the remaining questions in a discussion, which directs them to draw on their preparation during talk. Activities ask students to record cultural information on a chart and to discuss how families remember ancestors, prompting them to use both the text and other information they know to explore ideas.
Lesson 12
Racing the Wind
Students are instructed to read "Racing the Wind," the "Epilogue," and "About the Author" and to answer one or two questions in their journal before using the remaining questions in a discussion. Students read and discuss haiku poems and are asked to read their own haiku aloud, paying attention to syllables. Students are prompted to discuss why the author thought it was important for American children to hear Sadako's story, which asks them to draw on what they learned about the author and Japan.
Lesson 13
Precious and Sadako
Students are asked to cite a description and a quotation from each book and to record characters' actions and personality traits (Activity 1), which requires drawing directly on their reading. Students must explain three or four important events from each story and choose one to represent in a scrapbook or a first-person letter, tasks that require using knowledge of the texts (Activity 3, Option 1 and 2). Discussion prompts (Activity 2 and Wrapping Up) ask students to discuss similarities and differences and to explain what they learned, encouraging them to reference the books when exploring ideas.
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
Students are asked to read the book Holes and to research Texas and desert biomes using provided links, maps, and activity pages. Students take notes, label maps, write paragraphs, and record plant/animal lists (skills explicitly include taking simple notes and using oral and written language to report information). Students are prompted to use vocabulary orally and at the end to "describe what he learned about the state of Texas and the desert," which requires speaking about their prepared work.
Lesson 2
Camp Green Lake
Students are assigned specific chapters (Chapters 1-4) to read and instructed to answer selected questions in a journal, with the remaining questions designated as discussion prompts. Students are directed to record information about characters on "The Happy Campers" pages as they read, creating notes and illustrations to use later. Activities ask students to explain why inventors need certain traits and to explain the importance of "innocent until proven guilty," prompting students to draw on reading and background knowledge; the Legal Terms page instructs students to look up unfamiliar terms in a dictionary. The Wrapping Up directions ask students to describe what they learned and what they think about the main character, tying reading preparation directly to verbal discussion.
Lesson 3
Digging
Students are instructed to read Chapters 5–7 and to answer selected questions in a journal, which requires them to come prepared with the required material. The teacher/parent is directed to use some of the questions for discussion, prompting students to draw on their reading when discussing plot, characters, and events (for example, questions about Stanley's actions, nicknames, and family history). Activities ask students to record information about characters and to write journal entries about nicknames and personal experiences, which requires bringing prior reading and personal knowledge into discussion.
Lesson 4
Caveman
Students are assigned to read Chapters 8–12 and to answer four of the comprehension questions in their journals, with the remaining questions used in a discussion. Students are prompted to discuss specific characters and events (for example, the Warden, Mr. Pendanski, and Stanley finding a fossil) and to respond to wrap-up prompts about what they learned. Activities require students to record textual descriptions (the yellow-spotted lizard) and to write journal responses that can be used in conversation.
Lesson 5
KB
Students are instructed to read Chapters 13–16 and to record a prediction in a journal before reading, then check it afterward. They are directed to answer questions in their journal and discuss those questions with an adult. The irony activity asks students to identify and explain ironic statements from the book and to think of irony examples from other books, explicitly drawing on their reading and other texts.
Lesson 6
Sunflower Seeds
Students are asked to summarize what happened in chapters they read in the previous lesson, showing they must come prepared from prior reading. Students are instructed to read Chapters 17–20, answer half of the questions in their journal, and then share their remaining answers verbally, which requires using their preparation in discussion. Students are prompted to describe how Camp Green Lake is changing Stanley and to discuss the irony, which asks them to explore ideas based on their reading.
Lesson 7
Zero
Students are instructed to read Chapters 21–24 and then answer four journal questions and discuss remaining questions with a partner, showing they must come to discussion prepared. Activity 3 directs students to find the author's description of Green Lake and then draw past and present versions based on that description, which requires explicitly drawing on their reading. Activity 2 asks students to prepare by discussing prior books or movies and, if unfamiliar, to read information online before writing a journal paragraph or letter about living in the Old West, which brings in other information known about the topic.
Lesson 8
Sam the Onion Man
Students are instructed to read Chapters 25-28 and then answer four or five questions in a journal and use the remaining questions in a discussion, which requires using the assigned reading as preparation. The listed skills include "draw conclusions, make generalizations, and gather support by referencing the text," which directs students to explicitly draw on their reading. Activity 1 asks students to imagine living in Green Lake 100 years ago and to write a speech or poem explaining why racism is wrong, prompting students to use knowledge from the text and historical context in their responses.
Lesson 9
Driving a Truck
Students are instructed to read Chapters 29–32 and to select four questions to answer in their journal while answering the remaining questions orally, which requires preparation from the reading. The activities direct the student to discuss character similarities and differences and to summarize what happened in the chapters, prompting oral discussion that draws on the reading. The wrapping-up prompts ask the student to give examples from the book (e.g., adverbs used in sentences) and to discuss favorite parts and characters, which require using knowledge from the text during conversation.
Lesson 10
The Mary Lou
Students are instructed to read Chapters 33–36 and to answer three chapter questions in their journal, which requires them to come to discussion with the required reading completed. Students are asked to read one chapter aloud using intonation and expression and to describe what happens to Stanley as he leaves to find Zero, prompting them to use their reading during discussion. The lesson also prompts students to recall prior learning about similes and metaphors and to share examples, which asks them to draw on other information they already know while discussing the text.
Lesson 11
The Thumb of God
Students are asked to read Chapters 37–41 and to predict what will happen before beginning the chapters, which prompts preparation before discussion. Students select three or four comprehension questions to answer in a journal and then are asked the remaining questions aloud and to share their answers, requiring them to draw on their reading. Activity 3 asks students to compare Kate and Sam's story with Stanley and Zero's story (via a Venn diagram or other recording), which requires using knowledge from the text to explore similarities and differences during discussion.
Lesson 12
Treasure and Lizards
Students are instructed to read Chapters 42–45 and to answer three or four questions in their journal before sharing the remaining answers orally, which requires preparation from the assigned text. In the conflict activity, students are asked to choose three types of conflict from the novel, describe them, and illustrate them, explicitly drawing on what they have read and on other books they have read. The wrapping-up prompts ask students to describe what happened in the chapters, identify the most interesting conflict, and give examples—all actions that require using their prior reading and reflections in discussion.
Lesson 13
Innocent
Students are instructed to finish reading Chapters 46-50 and then answer specific questions orally or in a journal, which requires them to come to discussion with the required reading completed. The introduction asks students to predict the ending and identify irony in the last chapters, prompting them to draw explicitly on their reading when explaining their ideas. Activity 2 asks students to compare the movie and book and to discuss similarities and differences, and Activity 3 asks students to sequence events and identify problem, climax, and solution, all of which require using knowledge from the text to explore ideas.
Final Project
Welcome to Camp
Students are asked to write two preparatory paragraphs describing the camp's name, geography, sleeping/eating quarters, staff, activities, and how staff interact with campers. The lesson provides a "Camp Checklist" for students to complete as they work, and tasks (designing a uniform, creating a welcome pack, writing a song/chant, developing an exercise routine) that require students to prepare concrete materials. The wrapping-up step asks students to present their ideas to the family and explain why their camp is better than Camp Green Lake, which requires using their prepared work in a spoken explanation.
Unit 3: Stories from Europe
Lesson 1
Tradition Stories
Students are asked to watch a video ("Myths, Fables, Legends, and Fairy Tales") and to read the unit stories as they complete activities. Students brainstorm and list stories they remember, then sort those items into categories using the provided definitions and examples. Students discuss their sorting with a partner (parent) and are prompted to explain which type of story they prefer and why, using the definitions and examples.
Lesson 2
Fiona's Luck
Students are instructed to read Fiona's Luck and answer comprehension questions that ask them to cite evidence (e.g., "How would you describe Fiona? What evidence from the story supports your opinion of Fiona?"). The lesson asks students to locate Ireland on a map, watch two videos about Ireland, and read additional web content on Day 2 before answering questions about what they learned. Activities require students to record three facts and three fantasy elements based on the story and to give a verbal summary and describe story elements, which ask them to draw on their prior reading and investigation.
Lesson 3
The Sea King's Daughter
Students read The Sea King's Daughter and then answer specific comprehension questions, demonstrating they have read the required material. Students read factual information about Russia and are asked to tell what they learned about Russia's culture and geography, drawing on that preparation. Students are invited to select parts for a Reader's Theater, read the script with others, and verbally summarize and review story elements after completing the reading.
Lesson 4
The Snow Queen
Students are asked to read informational material (a website about Denmark, sections of The Snow Queen, and a short biography of Hans Christian Andersen) and then answer specific comprehension questions. Students are instructed to refer to the biography text while discussing Andersen and to take notes while watching the stage/video and the movie Frozen to use in a comparison activity. Students create a booklet and a script and are prompted to explain similarities/differences and reasons (e.g., why screenwriters changed the story), which directs them to draw on their prior reading and notes during discussion.
Lesson 5
Comparing and Contrasting Stories
Students are instructed to review and summarize three stories and to review their activity pages and books to jog their memory, indicating they should come to discussion prepared. Students are asked to identify the point of view in each story and to label The Snow Queen on a story elements page, explicitly drawing on prior reading. Students gather the Story Elements pages and complete the Comparing Story Elements sheet, using those materials to list similarities and differences and to explain which stories are most similar or different.
Final Project
Writing Your Own Story
Students are prompted to discuss story ideas and answer specific questions with a parent (e.g., "Have you ever had any ideas for a story?" and choice of first/third person). Students are told to "use the information from Lesson 1 to review the different types of stories" and to discuss which type would be best, which asks them to draw on prior study. The activities direct students to brainstorm, discuss two or three ideas, and decide on characters, setting, and theme before writing, which involves preparatory work to support discussion.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
Students are asked to read Abel's Island and to read online resources about river habitats, and to look for names of river plants and animals as they read. Students are instructed to add examples from their reading to the "Natural River Resources" chart and to note ways the main character uses river resources. Students are prompted to compare a personal journal list (things they'd miss) to what Abel misses, and to discuss how life along a river a hundred years ago would differ from today.
Lesson 2
The Storm
Students are instructed to read Chapters 1 and 2 (and subsequent chapters) and to answer some questions in their journal while using the remaining questions as discussion prompts. Students are directed to record the natural resources Abel uses on the "Using Natural Resources" activity page as they read, and to create a vocabulary picture book and complete predictions/inferences pages based on the text. Wrapping Up directions ask students to report what they learned after reading and to state predictions, which students are to discuss.
Lesson 3
Where Am I?
The lesson instructs students to read Chapters 3 and 4 and to answer assigned questions in a journal, then to use the remaining questions in a discussion. Question #8 explicitly asks students to "Support interpretations or conclusions with examples drawn from text," requiring students to draw on their reading during discussion. Activities ask students to fill a chart "Using Natural Resources" and to describe and label boats using information taken from the chapters, which requires preparing by studying the text.
Lesson 4
Who Is Abel?
Students are directed to read Chapters 5 and 6 and to answer three to four questions in a journal before discussion, which requires preparation from the assigned text. The teacher/parent prompts use remaining questions as discussion questions and asks the child to provide evidence from the story to support character traits, so students must explicitly draw on their reading in discussion. Activities require filling a chart "Using Natural Resources" from Chapters 5 and 6 and completing the "Who Is Abel?" page where students record traits with corresponding textual evidence. The skills list and activity prompts also ask students to use text and personal experience to verify facts and to discuss in response to targeted questions.
Lesson 5
Perseverance
Students are instructed to read Chapters 7 and 8 and to use those chapters when answering the provided journal or discussion questions (e.g., Q1–Q7). Students are asked to fill in the "Using Natural Resources" chart by taking information from Chapters 7 and 8. The lesson labels the questions as usable for discussion and has students complete organizers that require pulling details from the reading.
Lesson 6
Surprises
The lesson directs students to read Chapters 9 and 10 and uses specific comprehension questions for journal and discussion (e.g., why Abel was not lonely, how objects helped him). Activities require students to take information from Chapters 9 and 10 to fill a chart ("Using Natural Resources") and to order or create Abel's daily schedule and then explain how they decided the order. Activity 3 asks students to select five items, then pull out each item and describe why they selected it and how they will use it, drawing on both needs and reasoning.
Lesson 7
Threats
Students are instructed to read Chapters 11 and 12 and answer guided journal/discussion questions that require recalling events (for example, how Abel is adapting, how he protected himself from the owl). Students must use the book to fill the "Using Natural Resources" chart and to record the sentence that uses each vocabulary word on the Chapters 11–20 vocabulary cards. In Activity 3 students are asked to think of three adaptations for Abel that reflect the threats described in the chapters and to describe how each adaptation aids his survival, drawing on the chapter content.
Lesson 8
The Dead of Winter
Students are instructed to read Chapters 13 and 14 and to use the following questions as journal prompts and discussion questions, which requires reading the assigned material before discussion. Activity 1 directs students to fill in a chart "Using Natural Resources," explicitly taking information from Chapters 13 and 14. The wrap-up asks students to find information in the chapters that explains Abel's hibernation/torpor, and Activity 2 asks students to research hibernation from a variety of sources to answer guided questions.
Lesson 9
The Newcomer
Students are asked to read Chapters 15 and 16 and to describe the major event from the prior reading, which requires coming prepared. The teacher provides journal and discussion questions about those chapters and asks students to fill in a chart "Using Natural Resources" and create a Venn diagram taking information from Chapters 15 and 16. Students are directed to reread pages 93–96 and discuss the action and dialogue, and to prepare a script based on those pages for reenactment.
Lesson 10
Escape
Students are instructed to read Chapters 17–18 and to write three big and three little questions about the chapters as they read, which requires preparation before discussion. Activity prompts ask students to discuss whether Abel will get home and to describe how Abel changed, asking them to compare his before-and-after traits and to explain what caused the change. The skills list and wrap-up explicitly ask students to use text and personal experience to verify facts, concepts, and ideas and to explain how and why a situation changed them.
Lesson 11
Home at Last
Students are directed to read Chapters 19 and 20 and to respond to specific journal or discussion questions about those chapters, prompting them to use the assigned text in conversation. Students are asked to fill in a "Using Natural Resources" chart by taking information from Chapters 19 and 20, which requires drawing explicitly on their preparation. Students complete a Theme Bubble Map and are instructed to "cite evidence from the text to support the theme," and they are asked to compare Abel's experiences to Swiss Family Robinson, drawing on other knowledge about the topic.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
Students are asked to record prior knowledge about Columbus and write four or five questions in a journal before reading Pedro's Journal, demonstrating preparation. Students read the novel and supplemental biographies/websites and use activity sheets (e.g., "Columbus, The Man", "Reasons for Exploration", "Historical Fiction") to organize findings and distinguish fact from opinion. Students are prompted to read the Author's Note aloud, trace Columbus' route and record dates/events, and then discuss what they learned and whether their opinions changed, drawing on their notes and readings.
Lesson 2
August
Students are instructed to read Pedro's journal entries for August and to answer three or four of the novel questions in their journals, with remaining questions designated for discussion. Students complete the 'The Journey' chart by recording geographic location, attitudes (Columbus, Pedro, crew), and important events for each month. Students match navigation instruments and are directed to look up unfamiliar tools online, and they are prompted to discuss crew members' feelings about the ocean and to answer wrap-up questions about what they learned.
Lesson 3
September
Students are instructed to read Pedro's journal entries for September and to answer specific comprehension questions in their journals (e.g., job during his watch, why men distrust Columbus, signs of land), which they can also use as discussion prompts. Students are directed to read additional background material about meteors (including a NASA link), find pictures online, and discuss how increased knowledge changes interpretations of natural phenomena. Students are asked to summarize what happened in September and to complete vocabulary activities that require looking up words and using that preparation in written responses and discussions.
Lesson 4
October
Students are directed to read the journal entries for October and then use the provided questions as discussion and journal prompts, which requires them to refer to the text. In Activity 2, students record words or phrases the crew might use to describe the native people and vice versa, explicitly drawing on portrayals from the reading. Activity 4 provides web links and asks students to learn more about San Salvador and draw the island, encouraging them to bring outside information to inform discussion. The Wrapping Up prompts ask students to describe how the book portrays the native people and why Pedro is uncomfortable, prompting students to use their preparation to explain ideas.
Lesson 5
Journal Writing
Students are asked to identify three events Pedro writes about and three places where Pedro records his feelings, which requires them to draw on their reading of Pedro's journal entries during discussion. The introduction and wrapping-up prompts ask students to discuss reasons people keep journals and how Pedro's entries include events and feelings, prompting students to use that preparation to explore ideas. The pre-writing organizer and prompts to refer to it when writing and discussing encourage students to explicitly use their prior notes and reading as they explain and reflect on the topic.
Lesson 6
November
Students are instructed to read Pedro's journal entries for November and the description on p.49 before answering guided journal and discussion questions. Students answer text-based questions (e.g., why Columbus wanted to take natives, Pedro's feelings) and then fill in "The Journey" organizer based on those answers. Students list disadvantages of life at sea versus life on land from Pedro's perspective and discuss what Pedro is learning about the natives and Columbus, and they are prompted to look at external mask examples online for Activity 3.
Lesson 7
December
Students are instructed to read the journal entries for December and to answer three or four questions in their journal, which requires prior study of the assigned material. Students are told to use the remaining questions in a discussion about the novel, directing them to draw on their written preparation during talk. Students read pages 52–53 and complete the 'Treasures' activity, then compare expected versus actual treasures and discuss whether the soldiers are right to complain, explicitly using the reading to explore ideas. The skills statement specifies that students should answer relevant questions and make contributions in small or large group discussions.
Lesson 8
The Island of the Skog
Students are prompted to read The Island of the Skog aloud before discussion and to use the provided discussion questions to talk about the book. Students complete a Comparing Stories graphic organizer that requires them to draw on both Pedro's Journal and The Island of the Skog to record similarities and differences. Students are asked to write three examples of prejudice from each text and to use text and personal experiences to verify facts, as stated in the Skills section.
Lesson 9
January
Students read Pedro's journal entry and then respond to five specific journal and discussion questions that ask for answers drawn directly from that text (Questions #1–#5). The lesson provides guided activities that require students to fill in "The Journey" page and to write dialogue using rules reviewed from a prior lesson, demonstrating use of studied material. Activity 3 asks students to conduct research (find pictures online, discuss the manatee's ecosystem and threats, and try a hands-on paddle/hand experiment), which students can draw on during discussion.
Lesson 10
February
Students are instructed to finish reading Pedro's Journey and to answer three journal questions, with the remaining questions designated for use in discussion. Students fill in a "The Journey" page recording information from their reading. For the firsthand report, students are told they can look back at the information recorded on the "The Journey" pages and must explain survival, discoveries, and what it was like to sail with Columbus when delivering the report.
Final Project
Story Blocks
Students are asked to record specific information from Pedro's Journal on each cube (for example, three similes from the text, three quoted sentences from the book, vocabulary words from Lesson 3, and three factual elements about survival and historical facts). Students prepare these cubes by locating and writing text-based evidence (quotes, facts, vocabulary sentences, similes) and assembling the cubes as a tangible record of their preparation. Students are instructed to discuss the story with other people using the blocks and to explain the information on each block as they place it on a story tower.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
Students are instructed to read the first two chapters and to answer three or four questions in a journal while using the remaining questions in a discussion, which requires coming to the discussion having read the material. Students keep a Plot Flowchart, recording a major event for each chapter they read, which asks them to document and bring chapter-based preparation to ongoing conversation. Activity 1 asks students to discuss elements of the fantasy genre and to select a favorite fantasy novel and identify its fantasy elements, drawing on prior reading and knowledge to explore ideas.
Lesson 2
Spring is Coming
Students read specified chapters (The Crow and the Cat, Mr. Fitzgibbon's Plow and Five Days) and answer two or three questions in their journal, with the remaining questions used for discussion. Students record events from each chapter on a Plot Flowchart and describe and illustrate the setting and threats to survival, which they are asked to explain aloud. Students conduct research about rats and mice using provided web links and compare findings in a Venn diagram or an alternate organizer in their journal.
Lesson 3
A Visit to an Owl
Students are instructed to read the chapters "A Favor from Jeremy" and "The Owl" before answering a set of journal and discussion questions. The lesson provides specific text-based questions (Q1–Q6) and a wrap-up prompt asking the child to describe what happened in the reading and to give examples of homophones, which require drawing on the assigned reading. The Skills section explicitly lists "Use prior knowledge to anticipate meaning and make sense of texts," and the "As the Crow Flies" activity asks students to apply prior knowledge to imagine a bird's perspective.
Lesson 4
Rats in the Rosebush
Students are assigned to read the chapters "Go to the Rats" and "In the Rosebush" and to answer three or four questions in their journal. Students are directed to "use the remaining questions in a discussion," linking the discussion to their reading and written preparation. Students are asked to research owl homes and design a new home using books or online sources, which brings other information into their work on the topic.
Lesson 5
Meeting the Rats
Students are instructed to read the chapters "Brutus" and "In the Library" and to answer specific journal questions about character reactions and events. Students are asked to predict before reading and then compare their predictions to what actually happened, and to use some journal questions as prompts for discussion. Students complete the "Beyond Needs" organizer (listing examples from the chapters) and discuss how those examples relate to humans and to machines in their own homes, linking preparation to discussion topics.
Lesson 6
A Plan for Mrs. Frisby
Students are assigned to read the chapters "Isabella" and "A Powder for Dragon" and to answer comprehension questions in their journal. The teacher instructs that some of those journal questions be used as discussion questions, requiring students to bring their prepared responses into discussion. Students are asked to illustrate the scene and devise a plan for the rats to move Mrs. Frisby's house using story details (rats' origin, intelligence, and proposed move) and any knowledge of simple machines.
Lesson 7
The Capture
Students are directed to read the chapters "The Marketplace" and "In the Cage" and to answer some questions in their journal while using the remaining questions for a discussion. Question #7 explicitly asks students to "Use evidence from the book to support your answer," and Activity 2 asks students to make a list of important events before writing a summary, which requires drawing on their reading. The Life Application asks students to visit a farmers' market and discuss how the market works, providing an opportunity to bring in outside information.
Lesson 8
Life at NIMH
Students are assigned to read the chapters The Maze and A Lesson in Reading and to answer questions in a journal, with the direction to use some of those questions as discussion questions. The lesson directs a pre-reading conversation about reasons scientists use animals and how scientific discovery can change society, prompting students to bring prior knowledge to the topic. Vocabulary preparation requires students to look up scientific terms, make note cards, and use those words in a dialog or fill-in activity, providing explicit study material to draw on during discussion. The wrapping-up prompts ask students to describe rat life at NIMH and to justify whether the scientists were doing a good or bad thing, encouraging students to use their reading and notes in discussion.
Lesson 9
The Escape
Students read the assigned chapters (The Air Ducts and The Boniface Estate) and are instructed to finish them before answering journal questions. Students answer comprehension and discussion questions in a journal and use other questions as prompts for oral discussion about what they read. Students are explicitly asked to "use text and personal experiences to verify facts, concepts, and ideas" and to write examples comparing Nicodemus before and after NIMH, which requires drawing on their preparation.
Lesson 10
Amazing Rats
Students are instructed to finish the chapters "The Main Hall" and "The Toy Tinker" and then answer journal questions and discuss what they read, which requires coming to discussion prepared. Students read the list on the "Tools and Machines" page and must write at least one way the rats could have used each tool, using online or encyclopedia information if needed, which requires drawing on prior study or research. Students are asked to brainstorm and research how the mice could have obtained electricity and to list research findings about rats and then write a supported opinion paragraph, explicitly using that preparation to explore and explain ideas.
Lesson 11
The Plan
When students finish the chapters Thorn Valley and Captured, they answer directed journal questions and use other questions to discuss what they read, requiring them to come prepared from the reading. In Activity 3 students are asked to read arguments online and interview people about animal research, record arguments for and against on a chart, and then write a speech that includes three reasons and a conclusion. Wrapping up asks students to describe the rats' new home and to discuss animal testing and research, prompting them to draw on their reading and collected information during discussion.
Lesson 12
Working in the Night
Students are asked to read the chapters "Seven Dead Rats" and "Escape" and to summarize what they learned from chapters read previously, which requires coming to discussion prepared. Students answer explicit text-based comprehension questions (e.g., what happened to Jenner, what equipment the rats used) and fill a Plot Flowchart, drawing directly on details from the assigned chapters. Students are asked to draw the rats' method of moving the house based on the author's description and to discuss ways the rats were inventive "using examples from the text."
Lesson 13
A New Home
Students are asked to read the chapters "At the Meeting," "The Doctor," and "Epilogue" and then use those readings as the basis for discussion and journal questions. Students answer specific comprehension questions (e.g., Why did Nicodemus want Mrs. Frisby at the meeting?) that require drawing on their reading. Students are directed to list examples from the book for each element on the "Elements of Fantasy" page and to refer back to their Plot Flowchart when completing a Plot Diagram. The Life Application activity asks students to compare the book with films, prompting them to use other information they know about the topic.
Final Project
The Next Chapter or Book Float
Students are asked to consult the chapter "Thorn Valley" to write a description of the setting and to base their chapter events on that description. They must review a rubric and list four major events and write a chapter summary, which requires drawing on the book's characters, themes (survival and inventiveness), and prior reading. At the end of Option 1 students read their chapter aloud to a parent and discuss whether the characters acted true to the book, which invites using their preparation in a discussion.